Each year, the TASH Conference brings together a diverse community of stakeholders who gain information, learn about resources, and connect with others across the country to strengthen the disability field. This year’s conference theme, “Still We Rise for Equity, Opportunity, and Inclusion,” shows the resilience of individuals with disabilities and their families across the lifespan. Conference attendees will celebrate their passion for disability rights, civil rights, and human rights while exploring inclusive communities, schools, and workplaces that support people with disabilities, including those with complex support needs. Return to TASH website.

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Despite research has examined the impact of naturalistic strategies with younger students when the intervention was delivered by adults, little is known about the generalizability of peer-implemented naturalistic strategies when implemented with older students with disabilities. A single-case multiple-probe design across participants was used to evaluate the effect of naturalistic strategies delivered by peers of three high school students with severe disabilities in inclusive classrooms. A paraprofessional served an interventionist, who delivered a brief training to peer partners and provided prompts as needed in each classroom. We collected data on the focus students' independent and prompted initiations and responses toward peers and adults as well as peer partners prompting behaviors. Results indicated a functional relation established between the intervention and increased social communication of the focus students. We will discuss implications and provide recommendations for educational teams who wish to advance the inclusion outcomes of all students.

Yun-Ching Chung is an associate professor in the department of special education at Illinois State University. Her research interests include peer interactions, inclusion outcomes of students who use augmentative and alternative communication, and paraprofessional facilitation.